Morphological Development in the Speech of a Persian–English Bilingual Child

Keshavarz, Mohammad Hossein

doi:10.1007/s10936-006-9044-5

Cited by 5 publications

(4 citation statements)

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“…The study aimed to examine the English narrative skills of Persian-English bilingual children and adds to the small body of research on the oral language skills of Persian-English bilingual children [26][27][28]56].…”

Section: Discussionmentioning

confidence: 99%

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Narrative language development of Persian-English bilingual children attending an immersion preschool

Payesteh¹,

Finestack²

2021

Clin Arch Commun Disord

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Purpose: This study aimed to provide a better understanding of the language development of bilingual children who attend a Persian immersion preschool in the United States, with a specific focus on their microstructural language skills derived from a story retell task.Methods: Participants included two groups of preschoolers: 14 Persian-English bilingual children who attended a Persian immersion preschool (2- through 5-years of age) and 16 monolingual English-speaking children who attended an English-only preschool (3- through 5-years of age). Participants completed a story retell task, and their parents completed a questionnaire regarding their child’s language environment.Results: Analyses revealed that Persian-English bilingual children produced narratives that are comparable to their same-aged, English monolingual peers with regard to measures of microstructure. Furthermore, mean length of utterance in morphemes was significantly associated with parental language input, positively with Persian input, and negatively with English input.Conclusions: Findings demonstrate that Persian-English bilingual children who attend a Persian immersion preschool develop English to a level comparable to same-age English monolingual peers based on language produced during a story retell task.

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Section: Discussionmentioning

confidence: 99%

“…Researchers have also found differences in development. For example, a Persian-English bilingual child in Iran developed specific morphemes earlier in Persian than English [28].…”

Section: Persian and Persian-english Bilingualismmentioning

confidence: 99%

Narrative language development of Persian-English bilingual children attending an immersion preschool

Payesteh¹,

Finestack²

2021

Clin Arch Commun Disord

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“…In doing this, my study draws on the language socialisation and te reo Māori literature discussed above, and also on LA research, and BFLA research, which is reviewed below. Lanza, 1998;Paradis & Navarro, 2003; re Persian/English: Keshavarz, 2007), and comparing acquisition across languages (see, for example, Slobin, 1982). The selection of LA studies that are discussed below have a direct relevance to my study.…”

Section: Studies Of Children Learning Te Reo Māorimentioning

confidence: 99%

“…R. Brown also drew attention to the lack of function words -and therefore functional categories -in early L1-English children's production. More recently, Keshavarz (2007) analysed two-word and multi-word utterances gathered via diary study from a Persian-English bilingual child aged between 16 and 23 months. Keshavarz found that by focussing his analysis on two-morph combinations, rather than two-word combinations, some functional categories of English (e.g., plural -s) and Persian (e.g., copula -e)…”

Section: Combinations Of Two Words or Morphsmentioning

confidence: 99%

He kōpara e kō nei i te ata / Māori language socialisation and acquisition by two bilingual children: A case-study approach

Hunia¹

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<p>This thesis investigates natural Māori language socialisation and acquisition by two under-three-year-old children within bilingual settings in Aotearoa New Zealand, in which they were learning two languages simultaneously – te reo Māori (Māori language), the endangered indigenous heritage language, and English, a dominant world language. The thesis explores how Māori language socialisation occurred for the two children, and documents the emergence of Māori grammatical structures in their productive language. In this longitudinal, qualitative case-study, data were gathered by regularly video-recording the children while they interacted with their families. Analysis of input- and productive-language data revealed that whereas English was the principal ambient language for both children at home and in the community, the language used directly with Child 1 was predominantly Māori, and with Child 2 was predominantly English. Analysis confirmed that Child 1 chose Māori as a principal first productive language, while Child 2 chose English. Since the focus of the study was on te reo Māori, data gathered from Child 1 across 39 months were analysed from a language socialisation perspective. Wortham’s (2005) notion of “socialisation trajectory” was used to trace four “trajectories” as the child progressed towards cultural communicative practices such as the pūkana ‘wide eyes’ form of eye-talk, and towards kinship roles. She navigated, and sometimes diverged from, the expectations and guidance of her extended family (whānau), while accumulating participant roles and whānau values and responsibilities. Each trajectory was closely interwoven with the others, and also with the child’s language-acquisition trajectory, and thus contributed to her becoming an L1-Māori speaker. Linguistic analysis of the child’s “first words”, “first combinations” and “first sentences” revealed the emergence of Māori grammatical structures in her productive language, and led to a new “Phrasal acquisition of te reo Māori” hypothesis. The findings direct attention to the important contribution, not only of the language environment but also of a rich, many-faceted process of cultural socialisation, in enabling a child to become a proficient communicator within her whānau and an L1-speaker of te reo Māori. The findings therefore contribute to a deeper and broader understanding of natural socialisation and acquisition of te reo Māori, and also carry important implications for the revitalisation of this, and other, endangered languages of the world.</p>

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The language and literacy development of young dual language learners: A critical review

Hammer

Hoff

Uchikoshi

et al. 2014

Early Childhood Research Quarterly

320

198

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The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000–2011 yielded 182 peer-reviewed articles. Findings about DLL children’s developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs’ language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs’ development, although the amount of language exposure to and usage of DLLs’ two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed.

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Morphological Development in the Speech of a Persian–English Bilingual Child

Cited by 5 publications

References 46 publications

Narrative language development of Persian-English bilingual children attending an immersion preschool

Narrative language development of Persian-English bilingual children attending an immersion preschool

He kōpara e kō nei i te ata / Māori language socialisation and acquisition by two bilingual children: A case-study approach

The language and literacy development of young dual language learners: A critical review

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